Impact of Curriculum Transformation Committee Experience on Faculty Perspectives of their Teaching and its Influence on Student Learning

摘要

Texas A&M University's civil engineering (CVEN) program recently underwent a comprehensive Program (Re)Design (PRD) process in order to align the program with both ASCE's second edition Civil Engineering Body of Knowledge (BOK2) and ABET learning outcome criteria. The integrated PRD process is detailed in an earlier paper (Brumbelow, Fowler, Morgan, & Anthony, 2014). The current paper illustrates the significance of the PRD system approach to inspire transformative change. Faculty who participate in the PRD process, as part of the program's Curriculum Transformation Team (CTT), experience a major shift in perspective from apprehension of the scope and need for the change to seeing the curriculum as interconnected and an iterative process to enhance student learning. In addition, faculty began to embrace the influence their teaching techniques and reflective practice have on student learning.